gms | German Medical Science

4th Research in Medical Education (RIME) Symposium 2015

19.03-21.03.2015, München

Unravelling elements of quality culture(s) in higher education

Meeting Abstract

  • corresponding author presenting/speaker Guy Bendermacher - Maastricht University, Maastricht, Netherlands
  • author Diana Dolmans - Maastricht University, Maastricht, Netherlands
  • Mirjam oude Egbrink - Maastricht University, Maastricht, Netherlands
  • Ineke Wolfhagen - Maastricht University, Maastricht, Netherlands

4th Research in Medical Education (RIME) Symposium 2015. München, 19.-21.03.2015. Düsseldorf: German Medical Science GMS Publishing House; 2015. DocRD12

doi: 10.3205/15rime61, urn:nbn:de:0183-15rime614

Published: March 12, 2015

© 2015 Bendermacher et al.
This is an Open Access article distributed under the terms of the Creative Commons Attribution License. You are free: to Share - to copy, distribute and transmit the work, provided the original author and source are credited. See license information at http://creativecommons.org/licenses/by-nc-nd/3.0/.


Outline

Text

Introduction: The ‘quality culture’ concept entails that Higher Education Institutions should pay attention to both a structural dimension of quality management procedures as well as a cultural/psychological dimension influencing organisational practices [2]. Although the significance of striving for a quality culture seems indisputable, consensus is lacking on distinctive elements of such a culture [1]. This study systematically reviews empirical research to identify the main elements of quality culture(s) in Higher Education and the way in which they relate.

Methods: The systematic review included 7 databases, which were searched by using a combination of the key search terms ‘quality culture’, ‘quality management’, ‘higher education’ and ‘improvement’. The search strategy yielded a total of 1622 articles. After application of selection criteria, 26 studies were incorporated. Analysis focused on identifying elements and their interrelationships, which are backed-up by empirical evidence in terms of their impact on enhanced quality management practices/educational improvement.

Results: Ten elements distinctive to quality culture(s) in higher education were identified. The six structural dimension related elements are: embedded quality management strategies & policies, training & development, clear responsibilities, effective communication, implementation time, stakeholder involvement. The four cultural/psychological dimension related elements are: transformational & quality-supportive leadership, shared values, staff ownership & commitment, teamwork. Leadership, commitment and communication stood out as central binding concepts in the interaction between elements.

Discussion: The body of evidence underpinning ‘working elements’ of the quality culture concept is mainly focused on its ‘hard’ structural dimension, while research on the ‘soft’ cultural/psychological dimension is scarce. As both dimensions can be considered important and are expected to act in synergy, empirical studies on ‘soft’ elements and the way they interact with ‘hard’ elements are needed. The identified quality culture elements and their interactions can serve as starting point for organisations aiming to nurture a quality culture which fosters continuous educational improvement.


References

1.
Berings D, Beerten Z, Hulpiau V, Verhesschen P. Quality culture in higher education: from theory to practice. In: Blättler A, Bollaert L, Crozier F, Grifoll J, Hyland Aine, Loukkola T, Michalk B, Päll A, Stensaker B (Hrsg).. Building bridges: Making sense of quality assurance in European, national and institutional contexts. Brussels: European University Association asbl; 2011. pp. 38-49.
2.
European University Association. Examining quality culture Part III: From self-reflection to enhancement. Brussels: European University Association; 2012.